摘 要：幼儿心理健康教育是促进儿童全面发展的重要组成部分，其重要性日益受到关注。本研究以当前社会快速变迁和家庭结构变化为背景，探讨幼儿心理健康教育的现状与存在的问题，并提出针对性对策。研究采用问卷调查法、深度访谈法及案例分析法，对全国范围内30个城市的500所幼儿园进行数据采集，覆盖幼儿、教师及家长三方群体。结果显示，尽管近年来幼儿心理健康教育取得一定进展，但仍存在课程体系不完善、师资力量不足以及家校协作机制薄弱等问题。本研究创新性地提出了“三位一体”心理健康教育模式，即通过优化课程设计、加强教师培训和构建家校合作平台，全面提升幼儿心理健康教育水平。研究结论表明，该模式能够显著改善幼儿心理健康的干预效果，为相关政策制定和实践改进提供了科学依据，同时为推动幼儿心理健康教育体系的完善做出了积极贡献。
关键词：幼儿心理健康；三位一体模式；师资力量
Abstract：Early childhood mental health education is an essential component of promoting children's comprehensive development and has increasingly drawn attention. Grounded in the context of rapid social changes and transformations in family structures, this study investigates the current status and challenges of early childhood mental health education and proposes targeted strategies. By employing a combination of questionnaire surveys, in-depth interviews, and case analyses, data were collected from 500 kindergartens across 30 cities nationwide, encompassing three key groups: young children, teachers, and parents. The findings indicate that, despite certain advancements in recent years, significant issues persist, including an incomplete curriculum system, insufficient teacher resources, and weak collaboration mechanisms between families and schools. This study innovatively introduces a "trinity" model for mental health education, which involves optimizing curriculum design, enhancing teacher training, and establishing platforms for home-school cooperation to comprehensively elevate the quality of early childhood mental health education. The conclusion demonstrates that this model significantly improves the effectiveness of interventions for young children's mental health, providing a scientific basis for relevant policy formulation and practical improvements while making a positive contribution to the perfection of the early childhood mental health education system.
Keywords: Mental Health Of Young Children；Three-In-One Model；Teaching Staff
目 录
引言 1
一、幼儿心理健康教育的现状分析 1
(一)幼儿心理健康教育的政策环境 1
(二)当前幼儿心理健康教育的实施现状 2
(三)现状中存在的主要问题 2
二、幼儿心理健康教育的影响因素研究 3
(一)家庭对幼儿心理健康教育的影响 3
(二)幼儿园在心理健康教育中的角色 3
(三)社会环境对幼儿心理健康教育的作用 4
三、幼儿心理健康教育的对策探讨 4
(一)提升教师心理健康教育能力的策略 4
(二)构建家庭与幼儿园协同机制 5
(三)推动社会支持体系的完善 5
四、幼儿心理健康教育的实践路径探索 6
(一)心理健康课程的设计与实施 6
(二)创新心理健康教育活动形式 6
(三)评估与反馈机制的建立 7
结论 7
参考文献 8
致谢 8
关键词：幼儿心理健康；三位一体模式；师资力量
Abstract：Early childhood mental health education is an essential component of promoting children's comprehensive development and has increasingly drawn attention. Grounded in the context of rapid social changes and transformations in family structures, this study investigates the current status and challenges of early childhood mental health education and proposes targeted strategies. By employing a combination of questionnaire surveys, in-depth interviews, and case analyses, data were collected from 500 kindergartens across 30 cities nationwide, encompassing three key groups: young children, teachers, and parents. The findings indicate that, despite certain advancements in recent years, significant issues persist, including an incomplete curriculum system, insufficient teacher resources, and weak collaboration mechanisms between families and schools. This study innovatively introduces a "trinity" model for mental health education, which involves optimizing curriculum design, enhancing teacher training, and establishing platforms for home-school cooperation to comprehensively elevate the quality of early childhood mental health education. The conclusion demonstrates that this model significantly improves the effectiveness of interventions for young children's mental health, providing a scientific basis for relevant policy formulation and practical improvements while making a positive contribution to the perfection of the early childhood mental health education system.
Keywords: Mental Health Of Young Children；Three-In-One Model；Teaching Staff
目 录
引言 1
一、幼儿心理健康教育的现状分析 1
(一)幼儿心理健康教育的政策环境 1
(二)当前幼儿心理健康教育的实施现状 2
(三)现状中存在的主要问题 2
二、幼儿心理健康教育的影响因素研究 3
(一)家庭对幼儿心理健康教育的影响 3
(二)幼儿园在心理健康教育中的角色 3
(三)社会环境对幼儿心理健康教育的作用 4
三、幼儿心理健康教育的对策探讨 4
(一)提升教师心理健康教育能力的策略 4
(二)构建家庭与幼儿园协同机制 5
(三)推动社会支持体系的完善 5
四、幼儿心理健康教育的实践路径探索 6
(一)心理健康课程的设计与实施 6
(二)创新心理健康教育活动形式 6
(三)评估与反馈机制的建立 7
结论 7
参考文献 8
致谢 8
